School Day Task Force Legislative Report...In particular, Task Force members discussed the CWU...

REPORT TO THE LEGISLATURE

School Day Task Force

2019

Authorizing legislation RCW 28A150220 and 28A150260

Chris Reykdal Superintendent of Public Instruction

Prepared by

Andrea Cobb Executive Director of the Center for the Improvement of Student

Learning

andreacobbk12waus | 360-725-6052

Cindy Rockholt NBCT Assistant Superintendent of Educator Growth and

Development

cindyrockholtk12waus | 360-725-6442

Michaela W Miller EdD NBCT Deputy Superintendent

michaelamillerk12waus | 360-725-6343

Tennille Jeffries-Simmons Assistant Superintendent of System and School

Improvement

tennillejeffries-simmonsk12waus | 360-725-4960

TABLE OF CONTENTS

Executive Summary3

Background3

Summary of Task Force Work4

Themes 7

Themes from the Task Force 8

Students amp Equity8

Educators are Professionals 8

Educators Beyond Certificated Classroom Teachers 10

Certificated Salaries 10

Recommendations 11

Recommendation 1 Recognize Professional Responsibilities Time and Effort 11

Recommendation 2 Transforming Washingtonrsquos Teacher Time to Match More Effective

International Models 12

Recommendation 3 Authorize Additional Teacher Time Study and Workgroup 13

Conclusion and Next Steps 14

Appendices

Appendix A Task Force Member List 15

Appendix B Education Commission of the States Memo 17

Appendix C Learning Policy Institute MemomdashUsing Learning Time Effectively for Students and

Teachers 26

Appendix D Learning Policy Institute PresentationmdashTime Learning and Equity 41

Appendix E CWU Teacher Time Study How Washington Public School Teachers Spend Their Work

Days 61

Appendix F Danielsonrsquos Framework for Teaching (2011) Rubrics by Washington State 62

Appendix G Compensation Technical Working Group Proposed Salary Allocation Model for Certificated

Instructional Staff Draft 63

Appendix H Average Certificated Instructional Staff (CIS) Salary Using LEAP Legislative Conference

Budget Salary Grid Guidelines Draft 64

Appendix I Teacher Compensation in Salary Grid Format Draft 65

2

Executive Summary

Senate Bill 6362 (2018) directed the Office of Superintendent of Public Instruction (OSPI) to

ldquodefine the duties and responsibilities that entail a lsquoschool dayrsquo under the statersquos statutory

program of basic education under RCW [Revised Code of Washington] 28A150220 and

28A150260rdquo

In August 2018 Superintendent of Public Instruction Chris Reykdal convened the School Day

Task Force The Task Force met three times over the summer and fall to carry out the assigned

objectives The Task Force reviewed international national and statewide research and data

explored various organizational structures around issues of equity time and learning and

provided feedback to Superintendent Reykdal as he concluded with the following set of

recommendations

bull Recommendation 1 Recognize Professional Responsibilities Time and Effort

The three segments of a teacherrsquos professional time (ie actual time providing direct

instruction additional teacher work time in the school building and actual teacher work

time outside of the school building) should be the standard expectation for describing

the time of a professional educator using the teacher evaluation criterion and totaling

approximately between 1600ndash1950 hours

bull Recommendation 2 Transforming Washingtonrsquos Teacher Time to Match More

Effective International Models

Washington state should look forward in researching and designing a long-term funding

model that transforms Washingtonrsquos teacher time to match more effective international

models Transforming our teacher time could result in reforms such as reduced class

sizes and overall caseloads for educators as well as fewer teaching periods for middle

and secondary teachers providing for collaboration between general and special

education teachers

bull Recommendation 3 Authorize Additional Teacher Time Study and Workgroup

Direct OSPI to conduct another Teacher Time Study similar to the one conducted by

Central Washington University (see Appendix E) from 2013ndash15

Background




28A150260rdquo In August of 2018 Superintendent of Public Instruction Chris Reykdal convened

3

the School Day Task Force for the first of its three meetings Subsequent meetings took place

in October and December

This report describes the work of the Task Force The report ends with recommendations to the

Legislature that will do two things

1 Provide greater clarity about the expectations of professional educator time and the

basic education funding provided for that time

2 Provide the Legislature with information on better ways of balancing the responsibilities

and professional expectations of educators The purpose of this is to recommend

equitable policies and practices that more effectively meet the needs of students and

their learning

State law mandated the specific considerations of the Task Force The law required the Task

Force to review the professional responsibilities time and effort required for educators to

provide basic education outside the number of hours and duties covered by state funding

These additional duties include but are not limited to providing direct instruction to students

the necessary preparations planning and coordination for instruction meeting and

collaborating with parents guardians and other staff and the necessary evaluation of student

learning

Task Force membership represented diverse school districts and education stakeholders

representing the following organizations

Tribal Leaders Congress Washington Association of School

Educational Opportunity Gap Administrators

Oversight and Accountability Washington Education Association

Committee Washington Association of School

Association of Washington Business Business Officials

Association of Washington School Washington State Board of

Principals Education

Bilingual Education Advisory Washington State School Directorsrsquo

Committee Association

Partnership for Learning Washington State Parent-Teacher

Public School Employees Association and

Special Education Advisory Council Washington Teacher Advisory

Council (see Appendix A)

Summary of Task Force Work

Washington state policymakers have a long history of establishing and strengthening the

teaching profession Existing statutes and rules generally focus on educator preparation

educator evaluations and student learning expectations Revised Code of Washington (RCW)

28A15021RCW 28A655070 (basic education and state learning standards) RCW 28A405100

4

(teacher evaluation criteria) RCW 28A150260 (instructional hours and basic education funding

model assumptions for time) and Washington Administrative Code (WAC) 181-79A-206

(teaching standards and certification requirements) A review of these existing statutes and

rules does little to define the daily or annual expectations of educators in relationship to the

time they are provided to deliver the statersquos program of basic education

Each Task Force meeting had a distinct focus and the purpose of each focus was to provide

the Task Force membership with a common base for their discussions The focus of the first

meeting was on relevant state national and international educational research and

instructional practices associated with teacher responsibilities and teacher time The group

reviewed and discussed four sources Key ideas from each of these sources are below

Education Commission of the States Memo Statutory definitions of teacher

responsibilities and scope of work research on best practices for planning and

professional development time including state policy examples teacherstudent ratio

adjustments made by some states state examples focused on improving teacher quality

two state examples of policy changes to salary schedules and various resources that

examine the role of collective bargaining in public education (see Appendix B)

Learning Policy Institute Memo and Time Learning and Equity Presentation

Comparison of required hours delivering instruction to students relative to the United

States and other parts of the world teacherrsquos collaborative role in school improvement

interruptions to instructional time in high-poverty schools and examples of school

schedule redesign (see Appendices C and D)

Central Washington University (CWU) Teacher Time Study How Washington

Public School Teachers Spend Their Work Days Central Washington Universityrsquos

College of Education was directed by the 2013ndash15 Washington State Operating Budget

(Sec 609) to conduct a study identifying the duties encompassed in the typical workday

of the state-funded teacher More than 5000 teachers participated in the study

Classroom planning or assessment direct contact time with students preparation for

state examinations professional development and communication with

parentsguardians were among the activities that CWU tracked (see Appendix E)

Danielsonrsquos Framework for Teaching (2011) Rubrics by Washington State

Washington statersquos teacher evaluation framework provides clear and specific

descriptions of teacher activities and behaviors that result in student learning Domains

1 and 4 include the descriptions of effective planning for instruction knowing onersquos

students and meeting student learning needs planning for learning to occur and

addressing various types of learning needs providing various opportunities for student

learning effective practices for lesson planning and self-assessment of instructional

practice based on student learning effective communication with families and other

5

professionals and professionalism with students and all members of school

communities (see Appendix F)

Subsequent Task Force meetings included reviews of current Washington state statutory

definitions of instructional time and the teacher workday These statutes outline the minimum

expectations of all school districts across the state with respect to instructional time and

teacher working conditions Specifically the law requires school districts to make available an

average of 1000 hours of instruction in grades Kndash8 and 1080 hours of instruction in grades 9ndash

12 on an annual basis1 This is the equivalent of between 56 and 60 instructional hours per

day Within this day the law also requires school districts to make provisions for each

certificated staff person to have a reasonable lunch period of not less than 30 continuous

minutes per day with no assigned responsibilities2

In addition to specifying how school districts assign a portion of certificated staff time within

the student day the law also requires districts to adopt a policy outlining when teachers and

other certificated personnel will be present at their respective schools before and after the

school day3 This second subject while clearly stated as a local board policy requirement is

often arrived at through the process of local collective bargaining According to the vast

majority teacher contracts land on 75 hours as a standard teacher workday inclusive of a

duty-free lunch (75 hours x 180 days = 1350 building hours in a year)

In particular Task Force members discussed the CWU Teacher Time Study research which

indicated that Washingtonrsquos teachers work significantly longer than 75 hours per day The

teachers who were studied actually spent 89 hours per day and 445 hours per week during

the school year working A typical school year calendar includes 36 weeks These hours were

not inclusive of time ldquooutside of the school buildingrdquo In adding time for work ldquooutside of

school buildingrdquo we can turn to two additional studies that similarly suggest hours in excess of

the standard teacher workday The Organisation for Economic Cooperation and Development

(OECD) produced the TALIS 2013 report which concluded that on average American teachers

were working 54 hours per week4

In addition a report from the Scholastic and the Bill and Melinda Gates Foundation found that

teachers were averaging 53-hour workweeks Based on analysis of several data points the

range of hours for professional educators is between 445ndash54 hours per week5 Variables across

1 RCW 28A150220 Basic educationmdashMinimum instructional requirementsmdashProgram accessibilitymdashRules 2 RCW 28A405460 Lunch period for certificated employees 3 RCW 28A405466 Presence of certificated personnel at schools before and after schoolmdashPolicy 4 OECD (2014b) TALIS 2013 results An international perspective on teaching and learning OECD Publishing Retrieved from httpdxdoiorg1017879789264196261-en 5 Scholastic (2013) Primary Sources Americas Teachers on the Teaching Profession NY Scholastic

6

the research and the length of time since these studies were conducted may broaden or

change that range

Pulling together related studies from the state national and international research we

estimate that teachers work between 1600ndash1950 hours throughout the year This

demonstrates that Washington certificated educators are full-time employees who in fact

carry out a yearrsquos worth of work compressed and driven by the traditional 180-day school

calendar

The Task Force also reviewed current basic education funding model assumptions that

determine both the number of teachers allocated to school districts by the state as well as how

much teaching and planning time the state assigns per teacher

There are three components of the basic education funding law that informed what the Task

Force referred to as ldquofunded teacher timerdquo (RCW 28A150220 and 28A150260) First the law

draws on the minimum instructional hours requirement reference above as the basis for the

number of student instructional hours that certificated teachers need to be available to cover

Second the law specifies funded class sizes that teachers are divided over Finally the funding

model allows for a minimum of one planning period for each funded teacher that is expressed

in the form of a percentage of a teacherrsquos workday

This review shows that existing statutes address the following

Direct Instructional time

Availability before and after school (locally bargained and adopted as local board

policy)

Lunch break

Planning period

In the third and final meeting the Task Force reviewed information presented in the first two

meetings funding data from the first three months of district payroll for the new 2018ndash19

school year and discussed possible recommendations in preparation for the final report

Together the content of each meeting provided Task Force members with access to common

information ranging from the actual experiences and expectations of teachers in districts

funded work time and the minimum requirements of the law

Themes

The following sections contain discussion themes from School Day Task Force meetings as well

as Superintendent Reykdalrsquos recommendations These themes are meant to reflect areas of

7

either general support or frequent discussion among Task Force members and surfacing this

information is one way to acknowledge the investment of time and input by Task Force

members as they informed these recommendations Included with each theme is some

additional background to expand upon it The recommendations represent those from

Superintendent Reykdal who considered the valuable and varying insight experiences and

interests expressed by Task Force members

Themes from Task Force Discussions

Students amp Equity

Task Force participants routinely grounded their work in the needs of students and described

their work in terms of systematically addressing equity and providing every student with

opportunities to learn Discussions focused on how to make sure all students including

students of color students with disabilities students who receive English learner services and

students experiencing poverty have access to the right amount of learning time for them

Discussions were in response to the topic at hand and the information or research provided

For example the brief from the Learning Policy Institute (LPI) reminded the group that

ldquorethinking time is not a new issuerdquo The 1994 report by a National Education Commission on

Time and Learning underscored the importance of organizing schools around student learning

instead of time noting ldquoThe first issue is not lsquoHow much time is enoughrsquo but lsquoWhat are we

trying to accomplishrsquordquo (NECTL 2005 p 30) The Commission recommended that time be used

in new and better ways so ldquotime becomes a factor supporting learning not a boundary

marking its limitsrdquo (p 31) In addition LPI noted ldquothe redesign of time can be part of a broader

resource equity strategy to provide equal access and opportunity to learn for all studentsrdquo (LPI

2018) Task Force discussions about the importance of time as a matter of student achievement

and equity were a recurring theme throughout Task Force meetings

Educators are Professionals

Another consistent point of discussion was the desire to acknowledge and describe certificated

staff as highly trained professionals who perform complex full time work compressed in the

traditional 180-day school calendar There was also considerable discussion about the various

professionals that make up a school and district staff Throughout the Task Force discussions

the group acknowledged that Educational Staff Associates (ESAs) paraeducators principals

and other support staff are critical components to healthy vibrant and positive school climate

culture and student learning

This compression (in a 180-day school calendar) leads to inaccurate assumptions about

educators as ldquopart-time employeesrdquo or ldquohaving summers offrdquo The reality is that educators are

working as full-time employees when considering the following elements of their work or time

as described in the educational research shared with the Task Force

8

Actual time providing direct instruction or services to students (ldquoteaching timerdquo) 1000ndash

1080 hours per year

Additional teacher work time (in school building)

Actual teacher work time (outside of school building)

Teachers from the Central Washington University (CWU) research report an additional 14

hours longer than the contracted day for both in school building and out of school building

time completing non-instructional activities

The complex nature of requirements expected of teachers was another element of the Task

Force review and discussion Washington state has a robust suite of current statutory

requirements that provide the context for entry into the profession and advanced certification

as well as clear expectations defining the professional duties and responsibilities of educators

Every teacher is expected to address the following requirements

Washington State Basic Education Act and State Learning Standards (RCW

28A15021 and RCW 28A655070)mdashBasic education in Washington state is defined by

the Legislature (RCW 28A150210) As required by state law the Office of

Superintendent of Public Instruction (OSPI) develops the states learning standards

(RCW 28A655070) and oversees support for implementation and assessment of the

standards Learning standards define what all students need to know and be able to do

at each grade level Educators in Washington state are charged with understanding how

to teach to those standards and provide all students access to meeting and growing

along the continuum of the standards In addition these expectations illustrate the

difficulty of meeting Washington State Learning Standards with such diverse learning

needs of their students each school year

Washington State Teacher Evaluation Criterion and Frameworks (RCW 28A405100

and WAC 392-191A-120)mdashBeginning in 2010 the Legislature adopted new teacher and

principal evaluation criteria through RCW 28A405100 Since the 2017ndash18 school year

all Washington state teachers and principals are required to be evaluated either on a

comprehensive or focused evaluation through one of three instructional frameworks

adopted through rule (WAC 392-191A-120) The standards for evaluating professional

educators is defined through the eight teacher and principal criteria as outlined in RCW

28A405100

1 Centering instruction on high expectations for student achievement

2 Demonstrating effective teaching practices

3 Recognizing individual student learning needs and developing specific strategies

to address those needs

4 Providing clear and intentional focus on subject matter content and curriculum

5 Fostering and managing a safe positive learning environment

9

6 Using multiple student data elements to modify instruction and improve student

learning

7 Communicating and collaborating with families and school community

8 Exhibiting collaborative and collegial practices focused on improving instructional

practice and student learning

Washington state teaching standards and certification (RCW 28A410 WAC 181-

79A-206)mdashAll teachers and ESAs in Washington must be certificated The initial

residency certification is based on a rigorous set of teaching standards as established in

rule (WAC 181-79A-206) Washington is one of 12 states that have an independent

standards board that governs educator certification policy The Professional Educator

Standards Board (PESB) sets policy around teacher principal and superintendent

certification in Washington

Educators beyond Certificated Classroom Teachers

Task Force members discussed the question of whether the cited statutes may have limited a

necessary larger discussion by focusing so narrowly on certificated classroom teachers

Ensuring equitable policies and practices more effectively meet the needs of students and their

learning involves other educators such as principals school counselors paraeducators among

others In addition among classroom teachers there are various roles and responsibilities

designed to meet the needs of student groups with differing needs For example certificated

classroom teachers supporting students with disabilities have different responsibilities and

requirements on their time Likewise the requirements and responsibilities of building

administrators was an element of Task Force discussions exploring how better to define time

Task Force members often referenced that talking about certificated instructional staff without

addressing the important and skillful collaboration between of various types of school staff is

not in the best interest of students

Certificated Salaries

Task Force members did not have broad agreement on the relevance of salaries to the Task

Forcersquos work the topic of certificated salaries is included as a theme as it was a recurring topic

in Task Force meetings Washington state has statutorily increased compensation for educators

over the last two years Additional state funds combined with local collective bargaining

appears to have moved salaries to competitive levels across the state These competitive

salaries will begin to address needed solutions to increasingly challenging recruitment and

retention issues across the state

A review of initial financial information reported to OSPI by school districts seems to indicate

that substantial amounts of supplemental contract compensation has been absorbed into base

compensation amounts The Legislaturersquos decision to use a regional funding model results in

statewide averages related to total compensation for certificated staff being less meaningful

however there is a clear indication salaries have increased overall The aggregate of districts in

10

each of the regionalization categories (10 106 112 etc) saw similar percentage increases in

net salary from 2017ndash18 to 2018ndash19 Three documents were shared at the final Task Force

meeting on December 7 2018 to illustrate this information based on initial information

reported by school districts (see Appendix GndashI)

The following notes should be taken into consideration regarding the initial financial

information on certificated salaries (eg Appendix GndashI)

1 Appendix I should be used carefully before drawing definitive conclusions The salaries

represented in Table 5 are statewide averages divided over the five different

regionalization factors They are also data collected from the S-275 which includes state

federal and local funding sources

2 There has been a changing definition of ldquomarket rate salariesrdquo over the past 20 years of

funding and compensation work In previous workgroups the definition of market rate

has depended on the charge of that Task Force and therefore there is not a consistent

and reliable comparison

3 In Appendix I Table 4 we can see the reliance on supplemental contracts has declined

sharply As there is not a consistent and uniform metric for enrichment defined in

statute caution should be used before drawing definitive conclusions about market rate

salaries and the obligations of a professional educator delivering basic education in the

context of a local school district

Recommendations

The following represents Superintendent Chris Reykdalrsquos recommendations based on

consideration and input from the diverse school districts and education stakeholders

represented on the School Day Task Force These are not consensus recommendations each

member of the Task Force and the organizations or interests they represent may have drawn

different conclusions from the research and the work of the Task Force

Recommendation 1 Recognize Professional Responsibilities Time and Effort

When considering the topic of teacher time as described in this recommendation the ldquowhole

childrdquo needs of students should serve as the guiding principle or filter The Task Force charge

did not explicitly include a focus on student need from the school system beyond teacher time

described by teacher evaluation criteria Though this recommendation addressed thinking

about teacher time moving forward these decisions must include adequate time for recess for

lunch and for access to educators (outside of direct instruction) in order for desired student

success to be achieved State and local decisions about time that consider these values are in

the best interests of students

The Legislature defined in statute and should maintain the expectations of a professional

teacher under the definition of basic education As the Legislature considers what changes are

needed related to Senate Bill 6362 (2018) Superintendent Reykdal recommends they consider

11

describing professional educator time differently as part of a new definition of basic education

compensation for the program of basic education The new definition should include

Actual time providing direct instruction or services to students in proportion to

the basic education requirement of instructional hours

Additional teacher work time in the school building inclusive of various teacher

evaluation criterion such as planning and preparation working with families and

communities collaborating with other educational professionals and assessment

of student learning subject to local collective bargaining Building principals

district leadership and educators at the building level all play an important role

in this work The distribution of this time will likely vary from district to district

however it should be overtly connected to improving instructional practice and

student learning It should be structured observable and focused on

collaborative professional activities in line with school improvement plans

Actual teacher work time outside of the school building (non-directed)

representative of research-based annual workload of teachers minus the direct

instruction and additional building time This additional work time includes

planning preparation and assessment of student learning inclusive of various

teacher evaluation criterion

These three labels (ie actual time providing direct instruction additional teacher work time in

the school building and actual teacher work time outside of school building) for describing

time should be the standard expectation for describing the time of a professional educator In

addition state statute should reflect the full time nature of the employment of professional

educators ndash the CWU teacher time study and other cited studies suggests a total amount hours

between 1600 and 1950 throughout the year The distribution of time (associated with each of

the labels above) should remain subject to local collective bargaining unique district schedules

and with an eye to evolving past the traditional 180-day agrarian calendar The Legislature

should expect that such negotiations will likely result in varying timelines for implementation

from district to district Wages hours and working conditions are mandatory subjects of

collective bargaining


International Models

The United States does not allocate adequate time for teacher planning and preparation family

and community engagement or assessment of student learning Engaging in these activities

either individually or with teams meaningfully contributes to the ability of professional

educators to address the unique learning needs of each student Expectations for educators

and state learning standards call for dedicated time inside of the school day to be provided

for activities that allow educators to more effectively address student needs Other countries

devote substantially more time for these activities by hiring additional staff and adjusting the

12

instructional hours delivered by each teacher without sacrificing the total instructional time

provided to students

Such substantial changes to our statersquos educational delivery model should be piloted

evaluated and scaled quickly Educators and school boards alike will be positioned to identify

different school calendars and they will find unique ways to address existing physical space

given the same number of student instructional hours will be spread over more educators

The Legislature should design a long-term funding model that reduces class sizes and overall

caseloads for educators This updated funding model should result in fewer students in

elementary classrooms and it should result in fewer teaching periods for middle and

secondary teachers providing for collaboration between general and special education

teachers

Washington state and the United States remain glued to an archaic agrarian calendar that is

effectively maintaining a factory model of educational delivery This model has resulted in an

overemphasis on large volumes of teacher instructional time at the expense of other teacher

responsibilities that are proven to create better outcomes for students and more sustainable

professional growth for educators Our state and nation are diverse and the need for teacher

collaboration preparation parent and family engagement and student data analysis to inform

differentiated instruction are essential to closing opportunity gaps and graduating ALL

students with a high-quality diploma

Our teachers work full time (between approximately 1600 and 1950 hours per year) but they

do it in a compressed calendar The expectations for essential work beyond direct instruction

are mounting and the system is inadequately attempting to outsource these additional

demands Parent outreach for example is increasingly becoming a separate position in a

school without the context of the actual student-teacher classroom relationship Hiring

additional educators and reducing the volume of teacher time on direct instruction provides

classroom teachers the necessary time for parent and family engagement planning for

differentiated instruction and other tailored supports

Recommendation 3 Authorize Additional Teacher Time Study and Workgroup

The Legislature should direct OSPI to conduct another Teacher Time Study similar to the one

conducted by CWU (see Appendix E) from 2013ndash15 While this study provided the Task Force

with important background the study was conducted before recent policy changes were put in

place such as the Teacher and Principal Evaluation (TPEP) system and locally bargained

changes brought on by Senate Bill 6362 (2018) An updated teacher time study would provide

additional valuable information for educators and policymakers alike

In addition the Legislature should direct OSPI to conduct a second time study to explore the

time demands of other essential school personnel Task Force members described the work of

classroom teachers being supported by other certificated personnel such as school counselors

13

and school psychologists along with Education Support Personnel (ESP) and building

administrators Effective classroom instruction depends on effective school systems and other

types of education personnel provide and deliver these supports and services

Conclusion and Next Steps

In conclusion Superintendent Reykdal met with the Task Force three times in 2018 ldquoto define

the duties and responsibilities that entail a lsquoschool dayrsquo under the statersquos statutory program of

basic education under RCW 28A150220 and 28A150260rdquo The three recommendations

outlined in this report represent Superintendent Reykdalrsquos recommendations based on


represented on the School Day Task Force

Finally OSPI will convene the ldquostaffing enrichments taskforcerdquo outlined in Senate Bill 2242

(2017) Consistent with the statutory requirements outlined therein the workgroup will include

representatives from organizations representing teachers principals superintendents school

directors and their work will build on both the themes and recommendations contained in this

report

14

APPENDICES

Appendix A Task Force Member List

Name Representing Appointing Organization

Amy Anderson Association of Washington

Business Association of Washington Business

Arden Watson Pilchuck Uniserv Council Washington Education Association

Bernie Thomas Lummi Nation Tribal Leaders Congress

Brian Jeffries Partnership for Learning Partnership for Learning

Concie Pedroza Seattle School District Bilingual Education Advisory Committee

Cris Turner Bonny Lake High School Sumner

School District Association of Washington School Principals

Dawna Hansen-

Murray Public School Employees Public School Employees

Freedom Johnson Lake Hills Elementary Bellevue

School District Washington Education Association

Frieda Takamura

Educational Opportunity Gap

Oversight and Accountability

Committee

Educational Opportunity Gap Oversight and

Accountability Committee

Gary Cohn Everett School District Washington Association of School

Administrators

Gina Yonts Association of Washington School

Principals Association of Washington School Principals

Janie White North Elementary Renton School

District Washington Education Association

Jenny Steele North Middle School Everett


Joel Aune Washington Association of School

Administrators

Washington Association of School

Administrators

John Bash Tumwater School District Washington Association of School

Administrators

JoLynn Berge Seattle School District Washington Association of School Business

Officials

Marnie Maraldo Issaquah School District Washington State School Directors

Association

Matt Charlton Manson School District Washington Association of School

Administrators

15


Michael Allen Freeman Elementary Freeman


Nancy Chamberlain Washington State Parent Teacher

Association Washington State Parent Teacher Association

Nathan Bowling Washington Teacher Advisory

Council Washington Teacher Advisory Council

Patty Wood Washington State Board of

Education Washington State Board of Education

Sarah Butcher Special Education Advisory Council Special Education Advisory Council

Shannon McCann Federal Way School District Washington Education Association

Shelley Redinger Spokane School District Washington Association of School

Administrators

Tim Garchow Washington State School Directors

Association

Washington State School Directors

Association

16

-

Appendix B Education Commission of the States Memo

Response to information request

July 18 2018 Erin Whinnery amp Louisa Diffey

Ewhinneryecsorg amp Ldiffeyecsorg

This response was prepared for Michaela Miller Deputy Superintendent Washington

Office of Superintendent of Public Instruction

Your Question

You asked for background research that may be useful to the workgrouprsquos development of recommendations regarding a wide area of teachersrsquo professional responsibilities including duties

outside of instructional time instructional planning time and evaluation

Our Response

We have compiled a variety of policy topics that may be useful to the workgrouprsquos discussion Our

response is organized into seven main areas Click on each area to jump to the topic area

Defining teachers in policy teacher responsibilities and scope of work can often be found in state statute

We have provided examples of statutory definitions of ldquoteacherrdquo Planning and professional development time we have outlined research on best practices as well state

policy examples to support professional development

Instructional time and defining the school day here we review policy examples from some states that have considered substantial changes to school calendar and instructional time policy

Teacherstudent ratios as states have looked to improve teacher quality and student outcomes some have reviewed their teacherstudent ratios

Elevating the profession many educators and policymakers have considered ways to ensure that the teaching profession is considered equal to other professional careers Here we review research and state examples to improve teacher quality

Salary schedules intended to promote teacher recruitment salary schedules have come under scrutiny for not rewarding teacher performance We have provided two state policy examples of states that have made changes to their teacher salary schedules in response to legislative directives

Collective bargaining closely linked to salary schedules we have provided a variety of resources that examine the role of collective bargaining in public education

1 Defining teachers in policy

Teachers are generally defined as licensed and qualified employees who instruct students for a given

amount of time during the day Below we have included statutory definitions of teachers from a few

states Note that variations in responsibilities and scope of work exist across the states

State Definition Arizona ldquoCertificated teacherrdquo means a person who holds a certificate from the state board Ariz Rev Stat Ann sect 15-501 of education to work in the schools of this state and who is employed under

contract in a school district in a position that requires certification except a

psychologist or an administrator devoting less than 50 percent of his time to

Education Commission of the States strives to respond to information requests within 24 hours This document reflects our best efforts but it may not reflect exhaustive research Please let us know if you would like a more comprehensive response Our staff is also available to provide unbiased advice on policy plans consult on proposed legislation and testify at legislative hearings as third party experts

17

Teacher Any person employed to instruct students in any school in the state

-

State Definition

classroom teaching

Colorado ldquoTeacherrdquo means any person who holds a teachers license issued pursuant to the provisions of Colo Rev Stat Ann sect 22- article 605 [hellip] and who is employed to instruct direct or supervise the instructional program 63-103 (West) ldquoTeacherrdquo does not include those persons holding authorizations and the chief administrative

officer of any school district 1 Colo Code Regs sect 301-3722605-R-201

California As used in this section [Accounting System Requirements] a ldquoteacherrdquo means an employee of the Cal Educ Code Ann sect district employed in a position requiring certification qualifications and whose duties require him 41011 (West) to teach pupils of the district for at least one full instructional period each school day for which

the employee is employed In the case of a teacher employed to teach in an elementary school

an instructional period is a period of not less than 20 minutes In the case of a teacher employed

to teach in a secondary school an instructional period is the number of minutes equal to the

number of minutes of the regular academic period in the junior high school or high school in

which the teacher is employed to teach

For purposes of this section [Minimum Class Size Standards apportionments] a ldquofull- time Cal Educ Code Ann sect equivalent classroom teacherrdquo means an employee of an elementary high school or unified 41376 (West)

school district employed in a position requiring certification qualifications and whose duties

require him to teach pupils in the elementary schools of that district in regular day classes for the

full time for which he is employed during the regular school day

For purposes of this article [Teaching and Nonteaching Certificated Employee Ratioshellip] ldquoTeacherrdquo

Cal Educ Code Ann sect means an employee of a school district employed in a position requiring certification

41401 (West) qualifications whose duties require him or her to provide direct instruction to pupils in the

schools of that district for the full time for which he or she is employed ldquoTeacherrdquo includes but is not limited to teachers of special classes teachers of exceptional children teachers of pupils with

physical disabilities teachers of minors with intellectual disabilities substitute teachers

instructional television teachers specialist mathematics teachers specialist reading teachers

home and hospital teachers and learning disability group teachers

New Mexico ldquoTeacherrdquo means a person who holds a level one two or three-A license and whose primary duty NM Stat Ann sect 22-1-2 is classroom instruction or the supervision below the school principal level of an instructional (West) program or whose duties include curriculum development peer intervention peer coaching or

mentoring or serving as a resource teacher for other teachers

Texas Tex Educ Code Ann sect 21201 (Vernon)

ldquoTeacherrdquo means a superintendent principal supervisor classroom teacher school counselor or

other full-time professional employee who is required to hold a certificate issued under

Subchapter B or a nurse The term does not include a person who is not entitled to a

probationary continuing or term contract [as defined] an existing contract or district policy

Utah Utah Code Ann sect 53A-6-111

ldquoTeacherrdquo means a person who currently holds a level 1 2 or 3 license


18

-

2 Planning and professional development time

Planning Time

NCTQ collects 50-state information on teacher planning time State-specific data on elementary and

secondary teacher planning time requirements can be accessed here Most states leave the decision up to the

local school district However some states do have specific requirements Examples include

State How much planning time does an

elementary teacher receive

How much planning time does a secondary

teacher receive

Arkansas 3 hours 20 minutes weekly distributed in

increments of no less than forty minutes

during the student instructional day

3 hours 20 minutes weekly distributed in



Hawaii 45 minutesday 45 minutesday

Kentucky decided at local level up to 2 days decided at local level up to 2 days

Louisiana at least 45 minutes daily or the equivalent

weekly

at least 45 minutes daily or the equivalent

weekly

Minnesota decided at local level or adherence to state

minimum (5 minutes of preparation time

for every 25 minutes of classroom time)

decided at local level or adherence to state



Mississippi minimum of 3 hours and 45 minutes a

week for traditional six-period or seven-

period day schedules or per instructional

cycle for modularblock schedule schools

minimum of 25 hours a week

North Carolina state requires teacher planning time to the

extent that supervision of the children and

funding allow

state requires teacher planning time to the


funding allow

Ohio classroom teachers assigned to a school

with a teacher day of six hours or longer

excluding the lunch period shall include

two hundred minutes per week for these

purposes

classroom teachers assigned to a school




purposes


19

-

Oklahoma 3 hours 40 minutes weekly 3 hours 40 minutes weekly

Rhode Island state requires common planning time

though amount is not specified

state requires common planning time


Tennessee 2 hours 30 minutes per week 2 hours 30 minutes per week

Texas 7 hours 30 minutes every 2 weeks 7 hours 30 minutes every 2 weeks

Virginia at least an average of 30 minutes per day at least an average of 30 minutes per day

West Virginia not less than 40 minutes per day one planning period each day for the

length of usual class period and not less

than 40 minutes

Professional Development Research has shown that much of the professional development teachers receive is ineffective at improving teacher and student performance Few districts offer training that is in alignment with best practices (incorporates active learning supports collaboration provides expert support etc) and teachers are mostly unhappy with the training they receive A recent survey found that 42 percent of teachers say they have little to no influence on the professional development available to them As noted in this ECS report ldquoproviding teachers with ongoing feedback and targeted professional development following evaluations can be an effective strategy to retain teachersrdquo The two resources highlighted below provide research and recommendations for states on how to create more meaningful professional development opportunities for teachers

Effective Teacher Professional Development (Learning Policy Institute 2017) Identifies common elements of effective professional development for teachers and recommends states support evidence-based professional development by among other things 1) evaluating and redesigning the use of time and school schedules to increase opportunities for professional learning and collaboration 2) regularly conducting needs assessments using data from staff surveys to identify areas of professional learning most needed and desired by educators 3) providing technology-facilitated opportunities for professional learning and coaching and 4) providing flexible funding and continuing education units for learning opportunities that include sustained engagement in collaboration mentoring and coaching

No Panacea Diagnosing What Ails Teacher Professional Development Before Reaching for Remedies (New America 2016) Outlines the primary obstacles to effective professional development for teachers and recommends states 1) develop leaders of professional learning at the school district and state system levels


20

-

2) ensure that evaluation and accountability mechanisms recognize and reward effective professional learning and 3) prioritize professional learning by creating time for teachers to pursue learning throughout the work week and ensuring supports to use that time effectively Some states made strides to improve professional development for teachers in the 2017 legislative session Examples include

Arizona SB 1038 Requires the Department of Education to establish a high-quality teacher professional development pilot program and issue scholarships and grants on a competitive basis to qualified applicants to obtain high-quality teacher professional development from a qualifying postsecondary institution that will support certificated teachers in additional accreditation for high-need content areas

Nevada SB 300 Makes an appropriation to the Department of Education for allocation to school districts to carry out a program of peer assistance and review of teachers Provides that a school district that receives the allocation shall provide assistance to teachers in meeting the standards of effective teaching by 1) conducting observations and peer assistance and review and 2) providing information and resources to teachers about strategies for effective teaching AB 77 Requires the State Board to adopt regulations prescribing standards for the professional development training provided to teachers and administrators employed by a school district or charter school Requires the State Board to consider the findings and recommendations made by the Advisory Task Force on Educator Professional Development when adopting such regulations

Some states are exploring micro-credentialing as a way to improve teacher professional development For more information on this approach see this detailed information request response

Another resource is Time for Teachers Leveraging Expanded Time to Strengthen Instruction and Empower Teachers (National Center on Time amp Learning 2015) that includes 7 strategies and local examples of strengthening teacher professional learning such as collaborative lesson planning embedded professional development summer training data analysis individualized coaching and peer observation

3 Instructional time and defining the school day

This year Education Commission of the States updated its 50-state scan of school year and instructional time policies ldquo50 State Comparison Instructional Time Policiesrdquo This database provides state instructional time requirements for kindergarten through 12th grade including days or hours per year hours per day and start to end date parameters when available

Over the past several years when states have amended their school calendar and instructional time policies it is often to include waivers to requirements in the event of extreme weather and natural disasters The following bills relate to more wide-sweeping changes to school calendar and instructional time policy over the past several years

Connecticut HB 7276 (2017) gives local school boards flexibility in adopting the uniform regional school calendar developed by its respective regional education service center (RESC) rather than mandating that they adopt it

Hawaii SB 822 (2015-2016) applies the requirement for a 180 day 1080 hour school year to all school years beginning with the 2016-2017 school year Specifies that the definition of student hours will be determined by the board of education in consultation with the exclusive representatives of the appropriate bargaining units

Florida HB 7069 (2015) changes the permissible school start date from no earlier than 14 days before Labor Day to no earlier than August 10


21

-

Texas HB 2610 (2015) defines the minimum length of school year as 75600 minutes including intermissions and recesses rather than 180 days It also defines a day of instruction as 420 minutes and prohibits districts from scheduling the last day of school before May 15

South Dakota HB 1137 (2015) excludes passing time between classes from the number of instructional hours required for middle and high school students

4 Teacher to student ratios

Education Commission of the Statesrsquo 50 State Comparison State Kindergarten through Third Grade Policies includes teacher to student ratio requirements for K-3 years Additionally the National Center for Education Statistics (NCES) captures the average class size for elementary and secondary classes in 2011-2012 across the states where as the Organization for Economic Co-operation and Development (OECD) reports on the 2015 class sizes and teacher to student ratios around the world (pages 357-358)

Research differs as to the ideal class size to improve student achievement both generally and for the early grades The studies below provide research on class sizes

Class Size What Research Says and What it Means for State Policy (Brookings Institute) finds that research generally shows that reducing large class sizes by 7-10 students can have significant long-term effects on student achievement especially when introduced in the early elementary years for students from low- income households

The Center for Public Educationrsquos Class size and student achievement Research review suggests among other things that class sizes of no more than 18 students per teacher are ideal and stresses the importance of smaller class sizes in the K-3 years

The Effectiveness of Class Size Reduction (National Education Policy Center June 2016) ndash This publication provides an overview of some of the research on class size as well as policy considerations

Reducing Class Sizes in New York City Promise vs Practice (Education Law Center June 2016) ndash This report is an analysis of a class size reduction plan New York City is an interesting case because class size limits were initially imposed in response to a 2003 lawsuit

The False Promise of Class-Size Reduction (Center for American Progress April 2011) ndash This publication addresses the conflicting evidence about the effectiveness of class-size reduction

Cost-Effectiveness of Class Size Reduction

Little research speaks to the cost-effectiveness of class size reduction However there are some key considerations for balancing class size and cost Currently we are not aware of research that compares reducing class sizes or teacher to student ratios to other investments

Smart Class-Size Policies for Lean Times details creative strategies states have used to address class size issues and funding For example Georgiarsquos class size reduction policy was implemented in 2006 however budget pressures made it hard for districts to implement in the 2009-10 school year To alleviate this pressure the State Board of Education granted waivers to districts that could not implement this policy that year Additionally Texas moved away from caps on class size and instead uses class size averages toalleviate district level budget issues

Lessons Learned

States that have implemented class size reductions often provide some flexibility on class sizes or additional funding options in their policies Research indicates the other valuable cost-effective strategies could also strengthen student


22

-

results These include increasing teacher salaries and performance systems using stronger curricular supports or strengthening early learning investments

Wisconsin piloted a class size reduction policy beginning in the 1996-97 school year in 30 schools While the policy continues to gain traction around the state the research indicates that this policy helped certain students more than their peers Specifically kindergarten first grade and African-American students benefited the most from reduced teacher to student ratios

5 Elevating the Teaching Profession

Elevating the teaching profession to be viewed as equal to other professional fields of work is at the forefront of many teachersrsquo and policymakersrsquo agendas Efforts to improve the quality and efficacy of teachers have primarily focused on teacher recruitment retention and evaluation Below we review a few research papers focused on improving the teaching profession and provide links to our recent research on teacher quality

The Learning Landscape is an online resource prepared by the Bellwether Education Partners that provides an assessment of the status of education in the US Chapter Four provides and in-depth review of teacher effectiveness The chapter covers the latest research and high-quality data on who makes up the teacher workforce teacher quality performance and compensation and tenure practices

In a 2018 paper the Center for American Progress reviewed each statersquos ESSA plan looking for state-led and -supported programs - funded by Title II Part A - to recruit prepare and support teachers The report finds that states are focused on recruiting teachers of color improving teacher preparation improving on-boarding and mentoring for new teachers increasing compensation and encouraging career pathways The report is accompanied by an interactive tool to search for examples of initiative to elevate the teaching profession

The Center for American Progress previously published a 2015 report Smart Skilled and Striving Transforming and Elevating the Teaching Profession which notes that teaching has become an increasingly complex profession and argues that the ldquosystems designed to select educate train and support teachers must also change in order to support their efforts to keep pace with new higher expectations for their workrdquo (p 10) The report reviews domestic and international efforts to

Change teacher preparation compensation and working conditions

Prepare teachers for demanding and illustrious careers

Improve licensure standards

The report also includes policy recommendations to support teacher and administrator development

Additional Resources

The 2018 State Teacher Policy Best Practices Guide National Council on Teacher Quality The guide highlights state work across nine education improvement goals that impact teacher quality

The most recent State Teacher Policy Yearbook National Council on Teacher Quality The bi-annual report grades states on their programs and policies to improve teacher quality

No Time to Lose How to Build a World-Class Education System State by State National Conference of State Legislatures

The most recent data from the National Center for Education Statistics on the number and percentage of public elementary and secondary school teachers who meet state licensing and certification requirements as well as the number of teachers with less than two years of teaching experience


23

-

State Examples

ECS tracks state legislation related to teacher recruitment retention and evaluation We recently published three Policy Snapshots which provide an overview of recent legislative action across the states To learn more about efforts other states are making to elevate the teaching profession please see these three reports

Teacher Recruitment

Teacher Development and Advancement

Teacher Evaluations

6 Salary Schedules amp Alternatives

Salary schedules are intended to aid in teacher recruitment and retention but have recently come under

scrutiny for ignoring teacher performance As of March 2016 seventeen states used a statewide teacher

salary schedule ECS has observed state level interest in linking teacher salaries with performance and other

alterations to teacher compensation

Statewide teacher salary schedules are not the only way that states can help to influence teacher pay in

districts According to a 2016 ECS brief

ldquoSome states make use of pay-for-performance programs or diversified pay for teachers in hard to staff

schools or subjects or by providing teachers with pay incentives based on prior work experience There

are other states that have chosen to achieve this goal through the use of minimum starting salaries

Some states do not have salary schedules but require their districts to provide all of their teachers with a

certain minimum amount of pay ndash this is true in Iowa ($33500) and Maine ($30000) New Mexico

requires districts to pay its starting teachers at least $34000 and any teachers who qualify for Level 2

and Level 3 certification are to be paid at least $40000 and $50000 respectively California does not

have a minimum salary schedule but does require its school districts to report their starting and average

teacher pay each yearrdquo

State Examples

In 2014 Alaska passed the Alaska Education Opportunity Act (HB 278) which required the Department of

Administration to propose a salary and benefits schedule for school districts and address teacher tenure The

department partnered with the UAA Center for Alaska Education Policy Research The resulting study

Developed geographic cost differentials for school districts

Developed a base salary and benefit schedule

Outlined superintended duties compensation and responsibilities

Prepared a menu of benefit options and associated costs for school districts

Made recommendations on teacher tenure policies

In 2011 Wisconsin passed Wisconsin Act 10 which eliminated collective bargaining rights but retained teacher compensation bargaining for base pay increases Following the passage of Act 10 some Wisconsin school districts introduced teacher compensation reform initiatives A research study from the Wisconsin Center for Education Research at the University of Wisconsin-Madison reviews these initiatives and outlines key findings from interviews with district leaders The paper includes key questions to consider as pay systems are revised or reviewed The paper


24

-

also provides an overview of the two standard compensation practices (single salary schedule and salary supplements) as well as seven popular reform initiatives The seven reform initiatives are

Modifications to the single salary schedule

Performance pay

Knowledge and skills-based pay

Career Levels bands ladders

Competitive pay

Pay for leadership roles

Combined plans

7 Collective Bargaining

According to the National Center for Teaching Quality (NCTQ) 43 states and the District of Columbia either require or permit collective bargaining for teachers while collective bargaining for teachers is illegal in 7 states NCTQ maintains a teacher contract database that provides information about the collective bargaining agreements and state policies across all 50 states The database allows comparison between the 50 states and the District of Columbia as well as between 145 districts ldquorepresenting the 100 largest districts in the country the largest district in each state and member districts of the Council of Great City Schoolsrdquo It also includes citations for each state where collective bargaining issues are addressed in statute andor case law

In 2011 Education Commission of the States published a 50-state comparison of State Collective Bargaining Policies for Teachers While somewhat dated this report provides 50-state information on collective bargaining policies for teachers including bargaining impasse laws It also includes information on if a collective bargaining law exists who is covered and who is excluded which issues are negotiable ldquoright-to-workrdquo laws and strikes


A 2018 publication from Bellwether Education Partners on the history and status of teachersrsquo unions

A 2015 paper from ECS reviewing Vergara v California and the surrounding conversations on teacher employment policies

A 2014 report from the Center for Economic Policy and Research Regulation of Public Sector Collective Bargaining in the States which provides a breakdown of permissible collective bargaining activities by state and includes citations

The Center for Evaluation and Education Policy published Arguments and Evidence The Debate over Collective Bargainingrsquos Role in Public Education in 2008 The brief summarizes studies on the effects of collective bargaining and provides a variety of policy perspectives

State Examples

ECS tracks legislation related to collective bargaining To see vetoed or enacted legislation visit our State Policy Tracking Database Filter for issue area ldquoTeachingrdquo then sub-issue area ldquoCollective Bargainingrdquo


25

Appendix C Learning Policy InstitutemdashUsing Learning

Time Effectively for Students and Teachers

Using Learning Time

Effectively for Students and Teachers

Dion Burns and Linda Darling-Hammond Learning Policy Institute

Contents

Overview 1

Time and Student Learning 2

Time and Teachersrsquo Instruction and Learning 3

Time for Teacher Collaboration 5

Equity and Time 7

Innovating School Schedules 8

Redesigning the Use of Time 9

School Schedule Redesign 9

Redesign for Extended Learning Time 10

Policy Issues in the Organization of Time 12

Bibliography 13

Overview

Rethinking time is not a new issue The 1994 report by a National Education Commission on


not around time noting ldquoThe first issue is not lsquoHow much time is enoughrsquo but lsquoWhat are we trying to accomplishrsquordquo (NECTL 2005 p 30) The Commission recommended that time be used

in new and better ways so that ldquotime becomes a factor supporting learning not a boundary marking its limitsrdquo

For students having enough of the right kind of learning time can make a substantial difference

in outcomes ndash including reducing inequalities that are often the result of differences in learning

26

opportunities outside of schools Having access to high-quality early learning opportunities

when brain development is rapid as well as having access to summer enrichment so that

children continue to experience rich learning opportunities that build brain development and

achievement throughout the year are two examples of how current inequalities can be

substantially disrupted by different uses of time It is also important that learning time be

engaging enriching and empowering so that students benefit optimally from it in terms of

building competence confidence and motivation to continue to learn (Darling-Hammond et al

in press) Enrichment is more productive than remediation in the use of learning time

Time for educators to learn is also critical The deeper learning competencies promoted by the

Washington K-12 Learning Standards since 2014-15 entail concomitant changes in pedagogical

practice This has two clear implications for the use of time

(1) greater within-class instructional time should be devoted to ldquoactiverdquo teaching

practices such as student inquiry and structured collaborative conversations and

(2) more frequent opportunities for teacher professional collaboration are needed to

develop and share standards-aligned instructional practices

Ample research literature identifies that professional learning is most effective in shifting teaching

practices when it is grounded in the actual work of teaching engages teachers in collaboration is

of sustained duration and provides opportunities for observation feedback and coaching

(Darling-Hammond Hyler amp Gardner 2017)

By focusing on the quality of education teachersrsquo non-instructional time ndash collaborative lesson

planning and learning meeting with students and parents observing experienced teachers

student-focused peer conversations lesson study - also becomes understood as supporting

student learning not a deviation from the school day (NECTL 2005)

The redesign of time holds promise for improved equity Redesign should be informed by

several key principles centered on a coherent approach to improving student learning taking a

whole-child approach expanding time for educators and incorporating community partners

Redesign entails shifts in a broad number of factors and should be informed by the collection and

analysis of key data to support implementation decisions

Time and Student Learning

There is large variation internationally in the number of compulsory school hours Among

OECD countries these range from a total of about 750 hours per year at the lower secondary

level in countries such as Lithuania Slovenia and Sweden to nearly 1200 hours a year in

27

Denmark and Columbia The US requires that students attend school for about 1000 hours per

year well above the OECD average at each level of school (OECD 2017 p 345)

Number of Annual Hours of Compulsory Education

Primary Lower Secondary Upper Secondary

United States 970 1019 1034

OECD Average 800 913 967

A larger number of total school hours does not correlate with relative achievement on PISA (Van

Damme 2014) In fact high-performing countries such as Finland Korea Japan Estonia

Belgium and Germany all have fewer than average total instructional hours (OECD 2017 p

334) While additional hours of private after school instruction may be a factor in achievement in

a few countries (eg Korea Japan) this is not the case in many others such as Finland and

Belgium The relationship between learning time and educational achievement is complex with

the quality of time impacted by many variables suggesting that ldquohowrdquo time is used may be more important than total time (OECD 2013 2014a Silva 2007)

Evidence from both neuroscience and learning research in the US shows that the amount of

brain development and learning are associated with the quality of interactions ndash with

opportunities for inquiry and interactive exchanges a critical component of both In addition

learning is enhanced by having rich materials to manipulate and intellectually engaging and

challenging tasks to undertake with strategic support (Darling-Hammond et al in press) Good

nutrition adequate sleep and frequent opportunities for physical activity all support brain

development and learning (Pellegrini amp Bohn 2005 Pellegrini Kato Blatchford amp Baines

2002) Finally the human brain learns more productively in a climate of positive relationships

with low levels of threat and high levels of emotional support (Darling-Hammond et al in

press) Thus additional time will be most productively used if students are engaged in these

kinds of enriched instructional settings that support the development of the whole child

Schools in high-achieving countries tend to focus on strategic inquiry-based learning aimed at

critical thinking skills rather than rote memorization They also tend to be equitably resourced

providing additional time and support to students that need it Among Finnish students in grades

1-9 for example around 30 receive some form of ldquospecial supportrdquo based on their learning needs at a given moment in time (Hammerness Ahtiainen amp Sahlberg 2017) Additionally in

Finland most lessons consist of 45 minutes followed by 15 minutes of recess for every hour of

the school day (Hammerness et al 2017)

Time and Teachersrsquo Instruction and Learning

In order to offer this kind of instruction teachers need time for planning However teachers have

less time for planning and the other tasks of teaching than those in other countries Teachers

28

in the United States spend far more of their time teaching than their colleagues in other countries

Lower secondary teachers in the United States spent nearly 1000 hours a year teaching among the

highest in the OECD (OECD 2017 p 378) US teachers also have the highest number of weekly

instructional hours according to the OECDrsquos Teaching and Learning International Survey

(TALIS) of more than 100000 lower secondary teachers across 37 jurisdictions Teachers in the

United States taught around 27 hours a week the largest among jurisdictions surveyed (OECD

2014b) The average number of weekly instructional hours was 19 about 8 hours less than the

average US teacher Teachers in other countries use this time for individual and collaborative

planning and learning action research and lesson study and observing one another teach as well

as meeting individually with parents and students and grading student work

Source OECD (2014) Talis 2013 Results An International Perspective on Teaching and

Learning Paris France OECD Publishing httpdxdoiorg1017879789264196261-en

In addition the ratio of scheduled planning to teaching time for US teachers was among the

lowest of jurisdictions surveyed at 16 minutes per instructional hour compared to an

international average of 22 mins and 29 minutes in high-ranking Singapore (Burns amp Darling-

29

Hammond 2014) US data support these findings The 2012 Metlife teacher survey found that

around half of all teachers had one hour a week or less of teacher collaboration time (Markow

Macia amp Lee 2013 Strauss 2013) Likewise a review of US teacher contracts in 145 districts

(including the nationrsquos 60 largest) found that the most common amount of teachersrsquo specified

planning time was 45 minutes a day The same review found that 57 of these districts did not

address dedicated time for professional collaboration in teacher contracts (Nittler 2016)

The large number of instructional hours for US teachers constrains the remaining time available

in the school day for the many other activities that comprise teaching US teachers who were

surveyed reported spending around the same total number of hours each week as the TALIS

average engaged in lesson preparation (72 hours) dialogue with colleagues (30 hours)

correcting work (49 hours) student counseling (24 hours) parent communication (16) and

school management (16) US teachers spent more hours than the TALIS average in sports and

extracurricular activities (36 hours) and other tasks (70 hours) (OECD 2014b pp 387ndash388)

Not counting extracurricular activities this 277 hours added to the 27 hours of classroom

teaching amounts to over 54 hours of work time weekly

And indeed according to a report from Scholastic and the Bill amp Melinda Gates Foundation

called Primary Sources Americarsquos Teachers on the Teaching Profession US teachers work 10

hours and 40 minutes a day on average or a 53-hour work week far above the hours in their

formal contracts In addition to the 75 hours in a typical contract day teachers are at school on

average an additional 90 minutes beyond the school day for mentoring providing after-school

help for students attending staff meetings and collaborating with peers Teachers then spend

another 95 minutes at home grading preparing classroom activities and doing other job-related

tasks The workday is even longer for teachers who advise extracurricular clubs and coach sports

mdash11 hours and 20 minutes on average

These tallies demonstrate that many of these activities take place outside of the scheduled school

day in the late afternoons evenings and weekends

Time for Teacher Collaboration

Time for teacher professional collaboration is central to school and system improvement and can

contribute to teacher effectiveness and retention Researchers identify developing teachersrsquo collective capacity as key to continuous school improvement and system development (Hargreaves

amp Fullan 2012) This is supported by quantitative research that find that peer learning among

teachers is among the strongest predictors of student achievement growth (Jackson amp Bruegmann

2009) Further research finds that teachers are more effective ndash and increase their effectiveness to a

greater extent over time -- when they work in collegial environments (Kraft amp Papay 2014)

30

Other research finds that teacher professional learning is most likely to be effective when it is

collaborative and job-embedded of sustained duration and with opportunities for feedback and

reflection (Darling-Hammond Hyler et al 2017) In addition greater frequency of teacher

professional collaboration is associated with increased teacher self-efficacy and job satisfaction

(OECD 2014b) which are associated with higher retention and greater effectiveness (Darling-

Hammond Chung and Frelow date) Collaboration can help buffer against the emotional

exhaustion that can lead to teacher burnout (Skaalvik amp Skaalvik 2011)

Teacher turnover incurs often unacknowledged costs on districts - estimated at around $20000

per urban teacher who leaves and must be replaced - and is deleterious to the development of a

productive working culture In the United States annual teacher turnover is around 16 half of

which is due to attrition that is teachers leaving the professional altogether (Carver-Thomas amp

Darling-Hammond 2017) In Finland Singapore and Ontario Canada annual attrition rates

average between 3 and 4 most of which are due to retirements (Darling-Hammond Burns

et al 2017) Developing collaborative working environments that emphasize professional

learning is shown to have a positive influence on teacher retention (Futernick 2007 Ingersoll amp

Strong 2011 Podolsky Kini Bishop amp Darling-Hammond 2016)

Time for teacher professional collaboration is a characteristic of high-performing education

systems (Darling-Hammond Burns et al 2017) In some countries teachersrsquo schedules include

significant blocks of non-instructional time allowing teachers to conduct the other work of

teaching Below is an example schedule over two weeks of an experienced teacher from a regular

Singaporean high school (Low Goodwin amp Snyder 2017) The orange blocks are face-to-face

instructional time while those in green represent time the teacher may use flexibly for lesson

planning and professional collaboration

31

Source Low E L Goodwin A L amp Snyder J (2017) Focused on Learning Student and Teacher Time in

a Singapore School (Time Matters Teacher Collaboration for Learning and Leading) Stanford CA

httpsedpolicystanfordedusitesdefaultfilesscope-singapore-student-and-teacher-time-report-final_0pdf

Experienced teachers (ET) at this school spend around 185 (40) of their 4625 weekly working

hours with students Beginning teachers (BT) and senior teachers (ST) have reduced teaching

assignments to create additional time for mentorship




Equity and Time

High-poverty schools often experience lower quality resources than low-poverty schools Time is

no exception Students in high-poverty schools are more likely to face greater loss of instructional

time than their peers in low-poverty schools The redesign of time can be part of a broader

resource equity strategy to provide equal access and opportunity to learn for all students

Students from low-income backgrounds are more likely to experience economic and social

stressors that can interrupt learning (Jensen 2013 Mirra amp Rogers 2015) and to attend schools

with insufficient resources to support learning A multi-year study of time in 783 Californian

schools found that high-poverty schools (75-100 free or reduced-price lunch) lost more class

instructional time due to interruptions and institutional challenges (177 vs 127 mins per class)

than low-poverty schools (0-25 FRL) and lost almost ten more instructional days each year

(223 vs 126) due to teacher absences emergency lockdowns and preparation for standardized

tests (Rogers Mirra Seltzer amp Jun 2014) During recent budget cuts districts serving students

from low-income families were most likely to reduce the number of school days in order to make

32

ends meet These losses of instructional time compound over time and represent an opportunity

gap

Teachers in high-poverty schools also often have less time for instructional planning and

learning They spend substantially more time than their peers supporting studentsrsquo social and

emotional needs and covering classes for colleagues among other things (Rogers et al 2014)

The authors conclude that ldquolearning time currently varies in a way that favors those already advantagedrdquo (Rogers et al 2014 p 19)

The loss of instructional time for students from low-income families is particularly problematic

given that wealthier families are able to invest more private resource in afterschool tutoring and

enrichment activities that support learning The loss of collaborative planning and learning time

for their teachers is also particularly problematic given that there are greater needs that can

benefit from shared learning and problem solving in these schools and teachers are more likely

to feel overwhelmed and burnt out when they are not supported

Innovating School Schedules

There are many options for redesigning school time Some involve the innovative use of time

within the existing school day while others opt for extending the school day andor school year

Better learning time and especially expanded opportunities for deeper learning is the purpose of

innovation in each case Redesign often involves increased teacher collaborative time to support

high quality lessons and attend to continuous school improvement As one report remarked ldquoThe amount of time spent in school is much less important than how the available time is spent and on

which subject what methods of teaching and learning are used how strong the curriculum is and

how good the teachers arerdquo (OECD 2014a)

Some innovative uses of time include

- Shorter school days teaching longer periods of fewer subjects

- Using class periods of different periods for different grade levels

- Allowing schedules to shift over a longer cycle (eg ten-day rotation)

- Giving students greater flexibility in the use of longer class periods

- Shifting to a four-day week of longer class time with a day free for internships or flexible

study

- Organizing time according to core instruction personal work and team work rather than

according to subject area

- Eliminating school bells giving teachers greater flexibility to adjust period length

(OECD 2013 pp 83ndash86)

33

Redesigning the Use of Time

Research on school reform suggests the redesign of time should be centered on several equity-

oriented principles

- School days are redesigned to provide students with significantly more and better

learning time

- Schools provide students with well-rounded learning and development opportunities

- Educatorsrsquo time is reinvented in and out of schools to support their learning planning and

more effective teaching

- Programs use a whole-schoolevery-child approach

- Schools engage families and integrate community partnerships (Del Razo Saunders Reneacutee

Loacutepez amp Ullucci 2014 pp 8ndash9)

The authors further outline four phases of implementation ldquocreating and sustaining the

conditions for more and better learning time ensuring equitable access to and implementation of

more and better learning time preparing students for college career and civic life scaling uprdquo (Del Razo et al 2014) At each phase data indicators at each of system school and student

levels should be collected and analyzed to inform improvements in student learning including

both academic and social and emotional development

School Schedule Redesign

Recent research in the United States has looked at four innovative ways schools can reorganize

their schedules to provide greater opportunities for teacher professional collaboration (Snyder amp

Bae 2017) They found that redesign began with a clear philosophy of teaching and learning and

reorganized schedules accordingly For example at Hillsdale High in San Mateo CA the

reorganization of schedules was part of a broader restructuring of a large high school into several

small learning communities and underpinned by a philosophy of shared decision-making and

building strong student-teacher relationships (Bae 2017)

An example teacher schedule from this school is shown below By using shorter periods on some

days (Monday Wednesday and Friday) and expanded block schedules on others (Tuesday and

Thursday) the school was able to create additional time for both subject-level professional

learning communities and advisory collaborations to discuss individual student learning needs

while simultaneously creating time for engaging in deeper learning (Bae 2017)

In addition to general changes in the teacher schedule it is important to think about changes in

use of time for specific teachers For examples reductions in teaching obligations for beginning

teachers as is the case in Singapore and many other nations with effective new teacher induction

programs has been identified along with coaching from a mentor in the same field as one of the

predictors of greater effectiveness and retention in teaching (Ingersoll amp Strong 2011) Mentor

teachers and others who assist colleagues also need changes to their teaching schedules

34

Source Bae S (2017) Itrsquos about time Organizing schools for teacher collaboration and learning (Time Matters

Teacher Collaboration for Learning and Leading) Stanford CA

httpsedpolicystanfordedusitesdefaultfilesHillsdale Teacher Time Finalpdf

Redesign for Extended Learning Time

Other approaches have sought to use extended learning time (Saunders de Velasco amp Oakes

2017) Given that low-income students are less likely to have access to the range of enrichment

activities of their more affluent peers such approaches are necessarily equity oriented

35

According to one set of studies by high school as much as two- thirds of the difference in

achievement between students from affluent and low-income families may be the cumulative

result of summer learning loss for those who lack year-round enrichment and learning

opportunities (Alexander Entwistle amp Olson 2007) September to June progress is similar

across socioeconomic groups but children from many low-income families lose achievement

during the summer

Extending learning time is one way to address these gaps Before- and after-school and summer

programs can provide expanded learning opportunities for students Examples of the array of out-

of-school time (OST) enrichment activities include additional academic instruction mentoring

and hands-on engaging learning experiences in music art and athletics Research consistently

documents the benefits of OST enrichment Students attending OST programs show

greater academic gains when they attend more frequently and over a longer duration in programs

with high-quality instruction (Oakes Maier amp Daniel 2017)

In a meta-analysis of 93 summer programs researchers found positive impacts on knowledge

and skills for students from middle-income and low-income families from programs focused on

both remediation and enrichment (Cooper et al 2000) The strongest effects were found for

smaller programs and those that provided more individualized and small-group instruction

However even the largest programs showed positive effects A review of effects for at-risk

students found stronger outcomes for programs of longer duration and those with both social and

academic foci than for those that were academic alone (Lauer et al 2006) Furthermore as in

other contexts programs featuring tutoring in a field such as reading had very substantial effects

Many of these extended learning time initiatives are associated with ldquoCommunity Schools

which integrate a range of services on school campuses These can include medical dental and

mental health services which can boost attendance by reducing the amount of class time missed

by students for their own health appointments or those of family members Other services such

as specialist literacy STEM (Science Technology Engineering and Mathematics) dance and

other enrichment activities can be integrated into the hours traditionally used by afterschool

activities By fully incorporating these services into the schoolrsquos offerings and schedule and

supported by community-based organizations learning time can be differently distributed

throughout the school day creating time for teacher professional learning and collaborative

planning (Fehrer amp Leos-Urbel 2017)

Similarly Linked Learning or Career Connected Learning models that connect schools with

local businesses and colleges to both provide students with college- and career-linked learning in

school with enriching internships out of school These new uses of time for students that provide

authentic work-based experiences have been found to improve achievement and graduation

36

rates while also freeing up time for teacher planning while students are outside of school in their

internship placements Linked Learning approaches also design new schedules for in-school time

to create block periods that allow time for inquiry-based and other deeper learning strategies

(Hoachlander McGlawn amp Stam 2017)

Extending quality learning time holds potential for improving outcomes for especially

disadvantaged learners However researchers also note that an equity-oriented approach should

encourage enrichment activities for disadvantaged learners alongside their more advantaged peers

to allow for the development of social networks that are critical to providing opportunities in the

broader society (Gaacutendara 2017)

Policy Issues in the Organization of Time

There are many policy considerations in the redesign of time These may include trade-offs

related to the quantity and type of staffing including pupil-teacher ratios and the balance of

administrative and paraprofessional vs teaching staff Changes to staffing time will require

changes to teaching contracts and thus coordination with teacher associations These policy

issues can be taken up in another subsequent memo if desired

37

Bibliography

Alexander K L Entwisle D R amp Olson L S (2007) Lasting consequences of the summer learning

gap American Sociological Review 72(2) 167ndash180

Bae S (2017) Itrsquos about time Organizing schools for teacher collaboration and learning (Time Matters

Teacher Collaboration for Learning and Leading) Stanford CA Stanford Center for Opportunity

Policy in Education Retrieved from

httpsedpolicystanfordedusitesdefaultfilesHillsdale20Teacher20Time20Final pdf

Burns D amp Darling-Hammond L (2014) Teaching around the world What can TALIS tell us

Stanford Center for Opportunity Policy in Education Retrieved from

httpsedpolicystanfordedusitesdefaultfilespublicationsteaching-around-world-what- can-

talis-tell-us_3pdf

Carver-Thomas D amp Darling-Hammond L (2017) Teacher turnover Why it matters and what we can

do about it Palo Alto CA Learning Policy Institute Retrieved from

httpslearningpolicyinstituteorgsitesdefaultfilesproduct- filesTeacher_Turnover_REPORTpdf

Cooper H Charlton K Valentine J C Muhlenbruck L amp Borman G D (2000) Making the most of

summer school A meta-analytic and narrative review Monographs of the

Society for Research in Child Development 65(1) 1ndash127

Darling-Hammond L Burns D Campbell C Goodwin A L Hammerness K Low E L

hellip Zeichner K (2017) Empowered Educators How Leading Nations Design Systems for Teaching

Quality San Francisco CA Jossey-Bass

Darling-Hammond L Hyler M amp Gardner M (2017) Effective Teacher Professional Development

Palo Alto CA Learning Policy Institute Retrieved from

httpslearningpolicyinstituteorgproducteffective-teacher-professional-development- report

Del Razo J L Saunders M Reneacutee M Loacutepez R M amp Ullucci K (2014) Leveraging time for

school equity Indicators to measure more and better learning time Providence RI Annenberg

Institute for School Reform at Brown University Retrieved from

httpsfilesericedgovfulltextED546772pdf

Fehrer K amp Leos-Urbel J (2017) More and better learning in community schools Lessons from

Oakland In M Saunders J R de Velasco amp J Oakes (Eds) Learning time In pursuit of

educational equity (pp 35ndash51) Cambridge MA Harvard Education Press

Futernick K (2007) A possible dream Retaining California teachers so all students learn

Sacramento CA Center for Teaching Quality California State University Retrieved from

httpswwwwestedorgwp-

contentuploads201611139941242532061TeacherRetention_Futernick07-3pdf

Gaacutendara P (2017) English learners immigrant students and the challenge of time In M Saunders J

R de Velasco amp J Oakes (Eds) Learning time In pursuit of educational equity Cambridge

MA Harvard Education Press

Hammerness K Ahtiainen R amp Sahlberg P (2017) Empowered Educators How High-

Performing Systems Shape Teaching Quality in Finland San Francisco CA Jossey- Bass

Hargreaves A amp Fullan M (2012) Professional capital Transforming teaching in every school

Teachers College Press

38

Hoachlander G McGlawn T amp Stam B (2017) Linked Learning Making the best of time for all

students In M Saunders J R de Velasco amp J Oakes (Eds) Learning time In pursuit of


Ingersoll R M amp Strong M (2011) The Impact of Induction and Mentoring Programs for Beginning

Teachers A Critical Review of the Research Review of Educational Research 81(2) 201ndash233

httpsdoiorg1031020034654311403323

Jackson C K amp Bruegmann E (2009) Teaching students and teaching each other The

importance of peer learning for teachers National Bureau of Economic Research Retrieved

from httpwwwnberorgpapersw15202

Jensen E (2013) How poverty affects classroom engagement Educational Leadership 70(8) 24ndash30

Kraft M A amp Papay J P (2014) Can professional environments in schools promote teacher

development Explaining heterogeneity in returns to teaching experience Educational

Evaluation and Policy Analysis 36(4) 476ndash500

Lauer P A Akiba M Wilkerson S B Apthorp H S Snow D amp Martin-Glenn M L (2006)

Out-of-school-time programs A meta-analysis of effects for at-risk students Review of

Educational Research 76(2) 275ndash313

Low E L Goodwin A L amp Snyder J (2017) Focused on Learning Student and Teacher Time in a

Singapore School (Time Matters Teacher Collaboration for Learning and Leading) Stanford

CA Stanford Center for Opportunity Policy in Education Retrieved from

httpsedpolicystanfordedusitesdefaultfilesscope-singapore-student-and- teacher-time-report-

final_0pdf

Markow D Macia L amp Lee H (2013) The MetLife survey of the American teacher

Challenges for school leadership New York NY Metropolitan Life Insurance Company

Retrieved from httpsfilesericedgovfulltextED542202pdf

Mirra N amp Rogers J (2015) The negative impact of community stressors on learning time Examining

inequalities between California high schools Voices in Urban Education 40 15ndash17

NECTL (2005) Prisoners of time Reprint of the 1994 report of the National Education Commission on

Time and Learning US Government Printing Office Washington DC

Nittler K (2016 July) How much time do teachers get to plan and collaborate Retrieved July 15 2018

from httpswwwnctqorgblogJuly-2016-How-much-time-do-teachers-get- to-plan-and-

collaborate

Oakes J Maier A amp Daniel J (2017) Community Schools An Evidence-Based Strategy for Equitable

School Improvement Boulder CO National Education Policy Center and Palo Alto CA Learning

Policy Institute

OECD (2013) Innovative learning environments Paris France OECD Publishing Retrieved from

httpswwwoecd-ilibraryorgeducationinnovative-learning- environments_9789264203488-

en

OECD (2014a) How much time do primary and lower secondary students spend in the classroom

(Education indicators in focus No 22) Paris France Organization for Economic Cooperation

and Development Retrieved from httpwwwoecdorgeducationskills-beyond-

schoolEDIF202014--N2220(eng)pdf

OECD (2014b) TALIS 2013 results An international perspective on teaching and learning

OECD Publishing Retrieved from httpdxdoiorg1017879789264196261-en

39

OECD (2017) Education at a Glance 2017 OECD Indicators Paris OECD Publishing

Retrieved from httpdxdoiorg101787eag-2017-en

Pellegrini A D amp Bohn C M (2005) The role of recess in childrenrsquos cognitive performance and school

adjustment Educational Researcher 34(1) 13ndash19

Pellegrini A D Kato K Blatchford P amp Baines E (2002) A short-term longitudinal study of childrenrsquos

playground games across the first year of school implications for social competence and adjustment

to school American Educational Research Journal 39(4) 991ndash1015

Podolsky A Kini T Bishop J amp Darling-Hammond L (2016) Solving the teacher shortage How to

attract and retain excellent educators Palo Alto CA Learning Policy Institute

Retrieved October 29 2017

Rogers J Mirra N Seltzer M amp Jun J (2014) Itrsquos about Time Learning Time and Educational Opportunity in California High Schools Los Angeles CA The Institute for Democracy Education

and Access University of California Los Angeles Retrieved from

httpsideagseisuclaeduprojectsits-about-timeIts20About20Timepdf

Saunders M de Velasco J R amp Oakes J (Eds) (2017) Learning time In pursuit of educational

equity Cambridge MA Harvard Education Press

Scholastic (2013) Primary Sources Americas Teachers on the Teaching Profession NY Scholastic

Silva E (2007) On the clock Rethinking the way schools use time Washington DC Education Sector

Retrieved from

httpswwwnaesporgsitesdefaultfilesresources1A_New_Day_for_Learning_Resour

cesMaking_the_CaseOn_the_Clock_Rethinking_the_Way_Schools_Use_Timepdf

Skaalvik E M amp Skaalvik S (2011) Teacher job satisfaction and motivation to leave the teaching profession

Relations with school context feeling of belonging and emotional exhaustion Teaching and Teacher

Education 27(6) 1029ndash1038 httpsdoiorg101016jtate201104001

Snyder J amp Bae S (2017) Teachersrsquo time Collaborating for learning teaching and leading (Time Matters



httpsedpolicystanfordedusitesdefaultfilesTeachers2720Time20Cross20Cas

e20Finalpdf

Strauss V (2013) What teachers need and reformers ignore time to collaborate Retrieved July 30 2018

from httpswwwwashingtonpostcomnewsanswer- sheetwp20130411what-teachers-need-and-

reformers-ignore-time-to-collaborate

Van Damme D (2014 May 13) Is more time spent in the classroom helpful for learning

Retrieved July 30 2018 from httpoecdeducationtodayblogspotcom201405is-more- time-spent-

in-classroom-helpfulhtml

40

Appendix D Learning Policy Institute PresentationmdashTime Learning and Equity

Time learning and equity

for students and teachers in Washington

41

Linda Darling-Hammond President and CEO Dion Burns Senior Researcher

August 22nd 2018

The first issue is not lsquoHow

much time is enoughrsquo but ldquo What are we trying to

accomplishrsquordquo

mdashNational Education Commission

on Time and Learning (2005)

42

Goals and considerations

A teaching and learning system

Focused on deeper learning competencies

Offering equitable opportunities for student learning

Supporting continuous improvement within

classrooms schools and systemwide

Enabling collaborative teaching environments

43

Time for student learning

44

Student learning time in

international context


Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967

Source OECD (2017) Education at a Glance 2017 OECD Indicators Paris OECD Publishing

45

Time and learning outcomes

PISA mathematics vs total instructional hours

PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300

OECD average United States

5000 6000 7000 8000 9000 10000 11000 12000

Total school hours compulsory education

Sources OECD (2017) Education at a Glance 2017 OECD Indicators Paris OECD Publishing

amp OECD (2016) Results from PISA Paris OECD Publishing

46

Learning time and outcomes

Complex relationship many variables bull Child welfare ndash food housing health security

bull Early learning opportunities

bull Nature of learning opportunities

How time is used matters

Whole child development amp support Brain development related to secure relationships

Physical activity

Language music art (symbol systems)

High supports low stress

High-quality classroom interactions

Rich inquiry-based learning opportunities 47

Extended learning time models

Summer Learning

bull Enrichment athletics and engaging academics

bull Small group sizes strong supportive relationships

Community Schools

Integrate community services and resources into school campuses

Integrated student supports

Expanded learning time

Family and community engagement

Collaborative leadership and practices

Linked Learning (Career Connected Learning)

Connect schools with local businesses and colleges

Authentic work-based experiences and internships

Real-world connected applications

Improved student engagement and outcomes 48

Time for teacher collaboration and

learning 49

Time for teacher learning

Time redesign amp teacher professional

collaboration

Teachersrsquo collective capacity the lsquorightrsquo driver of system improvement

Teachers are more effective in collegial environments

Collaborative professional environments can offset

teacher burnout and attrition

Non-instructional time within the school day supports

collaboration 50

Number of instructional hours

Hours spent on teaching

268

206

193

186

171

0 5 10 15 20 25 30

United States Chile

Alberta (Canada) Brazil

Mexico Abu Dhabi (UAE)

Estonia Portugal Finland

Slovak Republic England (UK)

Croatia Average

Latvia Flanders (Belgium)

Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel

Czech Republic Japan

Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51

Experienced teacher Singapore

Flexible time for

lesson planning and

collaboration

Whole staff

professional learning

52

Non-instructional time creates leeway for planning and collaboration

Senior teacher Singapore

Senior teachers have additional time for mentoring and research

53

Mentoring beginning

teachers

PLC and action

research time

Teacher professional collaboration

Source OECD Talis 2013 Results An International Perspective on Teaching and Learning OECD Publishing 54

Transforming time equitably

55

Redesigning the use of time

Principles for equitable redesign of time

Schools provide students with well-rounded learning and

development opportunities

Educatorsrsquo time is reinvented in and out of schools to support their learning planning collaboration and more

effective teaching

Programs use a whole-schoolevery-child approach

Schools engage families and integrate community

partnerships

Source Del Razo J L Saunders M Reneacutee M Loacutepez R M amp Ullucci K (2014) Leveraging time for school

equity Indicators to measure more and better learning time Providence RI Annenberg Institute for School Reform

at Brown University

56

US example Hillsdale HS CA

Small learning communities model teachers engage in

subject-level and ldquohouserdquo meetings

57

Options in the use of time


Shorter school days teaching longer periods of fewer subjects

Using class periods of different periods for different grade levels

Allowing schedules to shift over a longer cycle (eg ten-day rotation)

Giving students greater flexibility in the use of longer class periods

Shifting to a four-day week of longer class time with a day free for

internships or flexible study

Organizing time according to core instruction personal work and team

work rather than according to subject area

Eliminating school bells giving teachers greater flexibility to adjust

period length

Source OECD (2013) Innovative learning environments Paris France OECD Publishing

58

Questions Email dpburnslearningpolicyinstituteorg

59

Learning Policy Institute Resources

Reports learningpolicyinstituteorgreports

Sign up for updates bitlyLPIupdates

Follow LPI on Twitter LPI_Learning

60

Appendix E CWU Teacher Time Study How Washington

Public School Teachers Spend Their Work Days

61

Appendix F Danielsonrsquos Framework for Teaching (2011)

Rubrics by Washington State

Note Only Domains 1 and 4 were shared with Task Force members

62

Appendix G Compensation Technical Working Group Proposed Salary

Allocation Model for Certificated Instructional Staff

Table 1 Compensation Technical Working Group Proposed Salary Allocation Model for Certificated Instructional Staff1

Inflated to School Year 2018-2019 Salary

ResidencyInitial Certificate

ProfessionalContinuing Certificate

ProfessionalContinuing with NBPTS Certificate

Year of Teaching Minimum Years of

Experience Bachelorrsquos

Degree Advanced

Degree Bachelorrsquos

Degree Advanced


Degree Advanced Degree

1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796

Note Movement on the salary schedule from ResidentialInitial Certification to the ProfessionalContinuing Certification columns requires attainment of a Professional or Continuing Certificate through the Washington Professional Educators Standards Board (PESB) and a minimum of 4 years of experience Within the ProfessionalContinuing Certification columns a second salary increase occurs after nine years of experience with retention of the ProfessionalContinuing Certificate Years of experience represent the earliest progression to the ProfessionalContinuing Certification column on this model the actual amount of time for an individual to attain the Professional or Continuing Certificate may vary from 3 to 9 years

Inflation Inflation (Seattle CPI)2

2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360

Compounded Inflation for Grid 10000 10250 10120 10312 10405 10644 1Compensation Techincal Work Group Final Report is posted here httpwwwk12wausCompensationdefaultaspx 2As published by BLS CPI Historical Table - Seattle-Tacoma-Bellevue WA November 2019 httpswwwblsgovregionswestsubjectshtmtab-1

10996 11392

Base Value Type in Compounded Inflation from chart above

Type Value Here $48687 11392

New Inflated Base $55462

63

Appendix H Average Certificated Instructional Staff (CIS) Salary Using LEAP

Legislative Conference Budget Salary Grid Guidelines

Table 2 Average Certificated Instructional Staff (CIS) Salary Using LEAP Legislative Conference Budget Salary Grid Guidelines Preliminary S275 SY 2018-19 Total Salary All Sources

Education Experience

Years of Service BA BA+15 BA+30 BA+45 BA+90 BA+135 MA MA+45

MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750

Sources and Assumptions 1 LEAP Document 1 is referenced in the Legislative Conference Budget and also posted here httpleaplegwagovleapbudgetleapdocs2017L1pdf 2 All data is from preliminary S275 reporting for the 2018-19 SY Preliminary submissions are based on a districts year outlook after their first three months

payroll snapshot As of 112918 when this data was pulled OSPI is still receiving submissions This data has 95 of districts submitted and approximately 97 of the total CIS employees

3 For guidelines on reporting instructions used to determine where CIS employees fall within the salary grid refer to the reporting instructions found here httpwwwk12waussafsINSPER1718phasp

64

Appendix I Teacher Compensation in Salary Grid Format

Table 3 Base Salary Year over Year Comparison (All Sources)

Regionalization Before H2SSB 6362 Base Salary 2017-18

After H2SSB 6362 Base Salary 2018-19

Percent Year over Year Increase

Statewide Average $ 60328 $ 77069 28

124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20

Table 4 Supplemental Salary Year over Year Comparison (All Sources)

Regionalization Before H2SSB 6362

Supplemental Pay 2017-18 After H2SSB 6362

Supplemental Pay 2018-19


(Decrease)

Statewide Average $ 14984 $ 7348 -51

124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49

Table 5 Total Final Salary Year over Year Comparison (All Sources)


Total Salary 2017-18 After H2SSB 6362

Total Salary 2018-19 Percent Year over

Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12

Sources and Assumptions

1 All data is from preliminary S275 reporting for the 2018-19 School Year Preliminary submissions are based on a

districts full year outlook after their first three months payroll snapshot As of 112918 when this data was

pulled OSPI is still receiving submissions This data includes 95 of districts submitted and approximately 97

of the total CIS employees

2 The S275 Personnel Reporting system does not delinate a revenue stream therefore all sources of funding are

included for base supplemental and final contracts

3 In order for an accurate comparison Preliminary SY 2017-18 S275 data was used instead of Final S275 data

4 According to S275 Personnel Reporting Handbook found here httpwwwk12waussafsINSPER1718phasp

base contract assignments are all salaried assignments that do not meet the criteria of RCW 28A400200 (4)


supplemental contract assignments are all salaried assignments that meet the criteria of RCW 28A400200 (4)

They should be issued for a measurable and deliverable product or service

6 Total Final Salary includes all salary earned by an individual from all sources this includes NBPTS bonuses when

known

65

Except where otherwise noted this work by the Office of Superintendent of Public Instruction is licensed

under a Creative Commons Attribution License

Please make sure permission has been received to use all elements of this publication (images charts text etc) that

are not created by OSPI staff grantees or contractors This permission should be displayed as an attribution

statement in the manner specified by the copyright holder It should be made clear that the element is one of the

ldquoexcept where otherwise notedrdquo exceptions to the OSPI open license For additional information please visit the OSPI

Interactive Copyright and Licensing Guide

OSPI provides equal access to all programs and services without discrimination based on sex race creed religion

color national origin age honorably discharged veteran or military status sexual orientation including gender

expression or identity the presence of any sensory mental or physical disability or the use of a trained dog guide or

service animal by a person with a disability Questions and complaints of alleged discrimination should be directed to

the Equity and Civil Rights Director at 360-725-6162 or PO Box 47200 Olympia WA 98504-7200

Download this material in PDF at httpk12wausLegisGovReportsaspx This material is available in alternative

format upon request Contact the Resource Center at 888-595-3276 TTY 360-664-3631 Please refer to this

document number for quicker service 19-0004

e

Chris Reykdal bull State Superintendent Office of Superintendent of Public Instruction

Old Capitol Building bull PO Box 47200 Olympia WA 98504-7200

66

School Day Task Force Report

Appendix D Learning Policy Institute-Time Learning and Equity

TABLE OF CONTENTS

Executive Summary3

Background3

Summary of Task Force Work4

Themes 7

Themes from the Task Force 8

Students amp Equity8

Educators are Professionals 8

Educators Beyond Certificated Classroom Teachers 10

Certificated Salaries 10

Recommendations 11

Recommendation 1 Recognize Professional Responsibilities Time and Effort 11


International Models 12

Recommendation 3 Authorize Additional Teacher Time Study and Workgroup 13

Conclusion and Next Steps 14

Appendices

Appendix A Task Force Member List 15

Appendix B Education Commission of the States Memo 17

Appendix C Learning Policy Institute MemomdashUsing Learning Time Effectively for Students and

Teachers 26

Appendix D Learning Policy Institute PresentationmdashTime Learning and Equity 41

Appendix E CWU Teacher Time Study How Washington Public School Teachers Spend Their Work

Days 61

Appendix F Danielsonrsquos Framework for Teaching (2011) Rubrics by Washington State 62

Appendix G Compensation Technical Working Group Proposed Salary Allocation Model for Certificated

Instructional Staff Draft 63

Appendix H Average Certificated Instructional Staff (CIS) Salary Using LEAP Legislative Conference

Budget Salary Grid Guidelines Draft 64

Appendix I Teacher Compensation in Salary Grid Format Draft 65

2

Executive Summary




28A150260rdquo






recommendations














education teachers




Background





3










their learning







learning





















4






































5
































6


change that range





calendar














policy)

Lunch break

Planning period







Themes



7








Students amp Equity





























8


1080 hours per year





























28A405100







9


learning





































10




















Recommendations


















11







































12











teachers



























13















report

14

APPENDICES











Dawna Hansen-




Frieda Takamura



Committee




Administrators








Administrators


Administrators


Administrators


Officials


Association


Administrators

15













Administrators


Association


Association

16

-







Your Question



Our Response



















17


-

State Definition

classroom teaching






























18

-


Planning Time







teacher receive










weekly


weekly














funding allow



funding allow





purposes





purposes


19

-











than 40 minutes





20

-













21

-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66



Executive Summary




28A150260rdquo






recommendations














education teachers




Background





3










their learning







learning





















4






































5
































6


change that range





calendar














policy)

Lunch break

Planning period







Themes



7








Students amp Equity





























8


1080 hours per year





























28A405100







9


learning





































10




















Recommendations


















11







































12











teachers



























13















report

14

APPENDICES











Dawna Hansen-




Frieda Takamura



Committee




Administrators








Administrators


Administrators


Administrators


Officials


Association


Administrators

15













Administrators


Association


Association

16

-







Your Question



Our Response



















17


-

State Definition

classroom teaching






























18

-


Planning Time







teacher receive










weekly


weekly














funding allow



funding allow





purposes





purposes


19

-











than 40 minutes





20

-













21

-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66












their learning







learning





















4






































5
































6


change that range





calendar














policy)

Lunch break

Planning period







Themes



7








Students amp Equity





























8


1080 hours per year





























28A405100







9


learning





































10




















Recommendations


















11







































12











teachers



























13















report

14

APPENDICES











Dawna Hansen-




Frieda Takamura



Committee




Administrators








Administrators


Administrators


Administrators


Officials


Association


Administrators

15













Administrators


Association


Association

16

-







Your Question



Our Response



















17


-

State Definition

classroom teaching






























18

-


Planning Time







teacher receive










weekly


weekly














funding allow



funding allow





purposes





purposes


19

-











than 40 minutes





20

-













21

-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66








































5
































6


change that range





calendar














policy)

Lunch break

Planning period







Themes



7








Students amp Equity





























8


1080 hours per year





























28A405100







9


learning





































10




















Recommendations


















11







































12











teachers



























13















report

14

APPENDICES











Dawna Hansen-




Frieda Takamura



Committee




Administrators








Administrators


Administrators


Administrators


Officials


Association


Administrators

15













Administrators


Association


Association

16

-







Your Question



Our Response



















17


-

State Definition

classroom teaching






























18

-


Planning Time







teacher receive










weekly


weekly














funding allow



funding allow





purposes





purposes


19

-











than 40 minutes





20

-













21

-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66


































6


change that range





calendar














policy)

Lunch break

Planning period







Themes



7








Students amp Equity





























8


1080 hours per year





























28A405100







9


learning





































10




















Recommendations


















11







































12











teachers



























13















report

14

APPENDICES











Dawna Hansen-




Frieda Takamura



Committee




Administrators








Administrators


Administrators


Administrators


Officials


Association


Administrators

15













Administrators


Association


Association

16

-







Your Question



Our Response



















17


-

State Definition

classroom teaching






























18

-


Planning Time







teacher receive










weekly


weekly














funding allow



funding allow





purposes





purposes


19

-











than 40 minutes





20

-













21

-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66




change that range





calendar














policy)

Lunch break

Planning period







Themes



7








Students amp Equity





























8


1080 hours per year





























28A405100







9


learning





































10




















Recommendations


















11







































12











teachers



























13















report

14

APPENDICES











Dawna Hansen-




Frieda Takamura



Committee




Administrators








Administrators


Administrators


Administrators


Officials


Association


Administrators

15













Administrators


Association


Association

16

-







Your Question



Our Response



















17


-

State Definition

classroom teaching






























18

-


Planning Time







teacher receive










weekly


weekly














funding allow



funding allow





purposes





purposes


19

-











than 40 minutes





20

-













21

-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66










Students amp Equity





























8


1080 hours per year





























28A405100







9


learning





































10




















Recommendations


















11







































12











teachers



























13















report

14

APPENDICES











Dawna Hansen-




Frieda Takamura



Committee




Administrators








Administrators


Administrators


Administrators


Officials


Association


Administrators

15













Administrators


Association


Association

16

-







Your Question



Our Response



















17


-

State Definition

classroom teaching






























18

-


Planning Time







teacher receive










weekly


weekly














funding allow



funding allow





purposes





purposes


19

-











than 40 minutes





20

-













21

-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66




1080 hours per year





























28A405100







9


learning





































10




















Recommendations


















11







































12











teachers



























13















report

14

APPENDICES











Dawna Hansen-




Frieda Takamura



Committee




Administrators








Administrators


Administrators


Administrators


Officials


Association


Administrators

15













Administrators


Association


Association

16

-







Your Question



Our Response



















17


-

State Definition

classroom teaching






























18

-


Planning Time







teacher receive










weekly


weekly














funding allow



funding allow





purposes





purposes


19

-











than 40 minutes





20

-













21

-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66




learning





































10




















Recommendations


















11







































12











teachers



























13















report

14

APPENDICES











Dawna Hansen-




Frieda Takamura



Committee




Administrators








Administrators


Administrators


Administrators


Officials


Association


Administrators

15













Administrators


Association


Association

16

-







Your Question



Our Response



















17


-

State Definition

classroom teaching






























18

-


Planning Time







teacher receive










weekly


weekly














funding allow



funding allow





purposes





purposes


19

-











than 40 minutes





20

-













21

-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66






















Recommendations


















11







































12











teachers



























13















report

14

APPENDICES











Dawna Hansen-




Frieda Takamura



Committee




Administrators








Administrators


Administrators


Administrators


Officials


Association


Administrators

15













Administrators


Association


Association

16

-







Your Question



Our Response



















17


-

State Definition

classroom teaching






























18

-


Planning Time







teacher receive










weekly


weekly














funding allow



funding allow





purposes





purposes


19

-











than 40 minutes





20

-













21

-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66









































12











teachers



























13















report

14

APPENDICES











Dawna Hansen-




Frieda Takamura



Committee




Administrators








Administrators


Administrators


Administrators


Officials


Association


Administrators

15













Administrators


Association


Association

16

-







Your Question



Our Response



















17


-

State Definition

classroom teaching






























18

-


Planning Time







teacher receive










weekly


weekly














funding allow



funding allow





purposes





purposes


19

-











than 40 minutes





20

-













21

-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66













teachers



























13















report

14

APPENDICES











Dawna Hansen-




Frieda Takamura



Committee




Administrators








Administrators


Administrators


Administrators


Officials


Association


Administrators

15













Administrators


Association


Association

16

-







Your Question



Our Response



















17


-

State Definition

classroom teaching






























18

-


Planning Time







teacher receive










weekly


weekly














funding allow



funding allow





purposes





purposes


19

-











than 40 minutes





20

-













21

-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66

















report

14

APPENDICES











Dawna Hansen-




Frieda Takamura



Committee




Administrators








Administrators


Administrators


Administrators


Officials


Association


Administrators

15













Administrators


Association


Association

16

-







Your Question



Our Response



















17


-

State Definition

classroom teaching






























18

-


Planning Time







teacher receive










weekly


weekly














funding allow



funding allow





purposes





purposes


19

-











than 40 minutes





20

-













21

-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66



APPENDICES











Dawna Hansen-




Frieda Takamura



Committee




Administrators








Administrators


Administrators


Administrators


Officials


Association


Administrators

15













Administrators


Association


Association

16

-







Your Question



Our Response



















17


-

State Definition

classroom teaching






























18

-


Planning Time







teacher receive










weekly


weekly














funding allow



funding allow





purposes





purposes


19

-











than 40 minutes





20

-













21

-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66















Administrators


Association


Association

16

-







Your Question



Our Response



















17


-

State Definition

classroom teaching






























18

-


Planning Time







teacher receive










weekly


weekly














funding allow



funding allow





purposes





purposes


19

-











than 40 minutes





20

-













21

-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66



-







Your Question



Our Response



















17


-

State Definition

classroom teaching






























18

-


Planning Time







teacher receive










weekly


weekly














funding allow



funding allow





purposes





purposes


19

-











than 40 minutes





20

-













21

-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66




-

State Definition

classroom teaching






























18

-


Planning Time







teacher receive










weekly


weekly














funding allow



funding allow





purposes





purposes


19

-











than 40 minutes





20

-













21

-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66



-


Planning Time







teacher receive










weekly


weekly














funding allow



funding allow





purposes





purposes


19

-











than 40 minutes





20

-













21

-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66



-











than 40 minutes





20

-













21

-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66



-













21

-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66



-














Lessons Learned



22

-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66



-


















23

-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66



-

State Examples


Teacher Recruitment


Teacher Evaluations

















State Examples











24

-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66



-



Performance pay



Competitive pay


Combined plans









State Examples



25



Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66





Using Learning Time



Contents

Overview 1




Equity and Time 7






Bibliography 13

Overview







26

































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66



































27


































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66




































28
















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66


















29


































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66




































30
























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66


























31










Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66












Equity and Time














32


gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66




gap

























study





33



oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66





oriented principles


learning time































34








35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66










35






during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66








during the summer






























36
















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66


















37

Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66



Bibliography










talis-tell-us_3pdf































38






httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66








httpsdoiorg1031020034654311403323















final_0pdf










collaborate



Policy Institute



en







39


















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66




















Retrieved from










e20Finalpdf







40




41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66






41


August 22nd 2018






42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66








42








43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66










43


44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66




44




Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66






Primary Lower

Secondary

Upper

Secondary


OECD

Average

800 913 967


45



PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66





PIS

A m

ath

em

atics s

co

re

600

550

500

450

400

350

300


5000 6000 7000 8000 9000 10000 11000 12000




46







Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66









Physical activity






Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66




Summer Learning



Community Schools












learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66




learning 49



collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66





collaboration






collaboration 50



268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66





268

206

193

186

171

0 5 10 15 20 25 30

United States Chile





Croatia Average


Iceland Denmark

Korea Spain

Poland France

Australia Bulgaria

Serbia Israel


Sweden Italy

Singapore Malaysia

Netherlands Cyprus

Romania Norway

51


Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66




Flexible time for

lesson planning and

collaboration

Whole staff


52




53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66





53

Mentoring beginning

teachers

PLC and action

research time




55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66






55






effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66








effective teaching



partnerships



at Brown University

56




57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66






57












period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66














period length


58


59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66




59





60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66







60



61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66





61




62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66






62










Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66












Degree Advanced


Degree Advanced



1st 0

$55462 10000

$59899 10800

2nd 1

3rd 2

4th 3

5th 4

$66554 12000

$71879 12960

$71879 12960

$77630 13997

6th 5

7th 6

8th 7

9th 8

10th+ 9+ $79865 14400

$86254 15552

$86254 15552

$93154 16796



2011-2012 -

2012-2013 250

2013-2014 120

2014-2015 190

2015-2016 090

2016-2017 230

2017-2018 330

2018-2019 360


10996 11392




63






MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66








MA+90 OR

PhD

0 56057 51848 54501 56156 65298 NA 67236 66474 78913

1

2

3

4

5 59994 58125 59093 62592 69198 NA 70815 72864 77421

6

7

8 75055

9 65662

10 69519

11

12 76760

13

14

15

16 or more 91384 98858 105764 101547 103750




64







124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66









124 $ 63326 $ 85313 35

118 $ 60318 $ 79553 32

112 $ 60833 $ 80590 32

106 $ 60342 $ 76265 26

100 $ 59495 $ 71663 20






(Decrease)


124 $ 25105 $ 15273 -39

118 $ 19798 $ 9774 -51

112 $ 15547 $ 6752 -57

106 $ 13320 $ 6028 -55

100 $ 8685 $ 4424 -49





Year Increase


124 $ 88431 $ 100586 14

118 $ 80116 $ 89327 11

112 $ 76380 $ 87342 14

106 $ 73662 $ 82293 12

100 $ 68179 $ 76087 12















known

65
















e



66


















e



66



School Day Task Force Legislative Report...In particular, Task Force members discussed the CWU...

Documents

Transcript of School Day Task Force Legislative Report...In particular, Task Force members discussed the CWU...